Unit 1: Periodic Trends
Duration
15 Weeks
Key Concept
Related Concept(s)
Global Context
- Orientation in Space and Time: Discoveries
Statement of Inquiry
- The form of the periodic table is evolving due to knowledge-challenging discoveries, thus enhancing its function of showing trends in the physical and chemical properties of the elements.
Summative Assessment Criteria
ATLs (Skills)
- C-Use a variety of media to communicate with a range of audiences
- T-Practise observing carefully in order to recognise problems
- T-Use brainstorming and visual diagrams to generate new ideas and inquiries
- T-Apply skills and knowledge in unfamiliar situations
Curriculum Standards
- The periodic table shows the positions of metals, non-metals and metalloids.
Metals tend to lose electrons and so they form cations. Non-metals tend to gain electrons so they form anions.
Elements in a group have the same oxidation state and therefore similar chemical properties.
Shielding is the decrease in attraction between an electron and the nucleus in any atom with more than one electron shell.
• As the number of electron shells increases, shielding increases.
• No change occurs as you move across a period.
Vertical and horizontal trends in the periodic table exist for atomic radius, ionization energy and electronegativity.
Atomic radius is the distance between the nuclei of two atoms of the same element, or the size of an atom. The atomic radius:
• increases as you move down a group because more electron shells are being added that are further away from the nucleus
• decreases as you move across a period.
Ionization energy is the amount of energy it takes to remove the most loosely held electron from an atom. The ionization energy:
• decreases as you move down a group because of shielding
• increases as you move across a period because the electrons are more tightly held to the nucleus due to the effective nuclear charge.
Electronegativity is the tendency of an atom in a bond to pull electrons towards itself. The electronegativity:
• decreases as you move down a group because the atom has a weaker ability to accept electrons
• increases as you move across a period because the charge on the nucleus becomes stronger and so the atom can attract more electrons.
Unit 2: Stoichiometry
Duration
20 Weeks
Key Concept
Related Concept(s)
Global Context
- Scientific and Technical Innovation: How humans use their understanding of scientific principles
Statement of Inquiry
- The scientifically constructed systems for balancing chemical equations require the numbers and types of atoms to be conserved.
Summative Assessment Criteria
ATLs (Skills)
- S-Make fair and equitable decisions
- T-Practise observing carefully in order to recognise problems
- T-Interpret data
Curriculum Standards
- Concept of the mole
- Avogadro’s number
- Relative molecular mass and relative atomic mass
- Empirical and molecular formula
- Percentage composition
- Stoichiometric calculations
- Solutions and problems involving concentrations
Unit 3:Bonding
Duration
15 Weeks
Key Concept
Related Concept(s)
- Interactions
- Nature
- Models
Global Context
- Globalization and sustainability-the interconnectedness of human-made systems and communities
Statement of Inquiry
- Scientists use bonding models to explain the nature of interactions between different types of particles.
Summative Assessment Criteria
ATLs (Skills)
- T (CT) – Practice observing carefully in order to recognize problems
- SM (R) – Demonstrate flexibility in the selection and use of learning stategies
- S (C) – Advocate for your own rights and needs
- SM (O) – Use appropriate strategies for organizing complex information
- C (C) – Take effective notes in class
- R (IL) – Present information in a variety of formats and platforms
- R (ML) – Make informed choices about personal viewing experiences
- SM (A) – Practice positive thinking
Curriculum Standards
- Bonds are formed to achieve stability.
- Positive ions (cations) form by metals losing valence electrons.
- Negative ions (anions) form by non-metals gaining electrons.
- The number of electrons lost or gained is determined by the electron configuration of the
atom.
- The ionic bond is due to electrostatic attraction between oppositely charged ions.
- A covalent bond is the electrostatic attraction between a shared pair of electrons and the
positively charged nuclei.
- Single, double and triple covalent bonds involveone, two and three shared pairs of electrons,respectively.
- Lewis (electron dot) structures show all the valence electrons in a covalently bonded species.
- The ‘octet rule’ refers to the tendency of atoms to gain a valence shell with a total of eight electrons.
- Carbon and silicon form giant covalent/network covalent/macromolecular structures.
- A metallic bond is the electrostatic attraction between a lattice of positive ions and delocalized electrons
- Alloys usually contain more than one metal and have enhanced properties.
Unit 4: Acids and bases
Duration
10 Weeks
Key Concept
Related Concept(s)
Global Context
- Fairness and development-Rights
Statement of Inquiry
- The strength of acids and bases is related to the function of the degree of dissociation an determines how they should be used and disposed of.
Summative Assessment Criteria
ATLs (Skills)
- S-Listen actively to other perspectives and ideas
- T-Apply existing knowledge to generate new ideas, products or processes
- T-Inquire in different contexts to gain a different perspective
Curriculum Standards
- pH scale
- Indicators (litmus, universal, phenolphthalein)
- Conductivity
- Concentrated, diluted, strong and weak acids and Household detergents bases
